For Seminar Assignments - scroll down to bottom of page
This page is from 2009 - 2010 - will be updated soon.
Gifted Seminar
will meet in Room 34 (Mrs. Witner) Mon. & Tues. / ROOM 32 – (Mrs. Spencer) Wed. & Thurs. +Attendance is a requirement as a part of the Gifted Program and should take precedence over other events.
+ If you will be missing Gifted Seminar you should:
notify Mr. Guenther in advance when it is known beforehand.
See Mr. Guenther to determine what was missed, either before or after the absence
Plan to sit in on a different day’s session when appropriate and cleared through Mr. Guenther
+ Goals for the year were included on your GIEP
+ Meeting dates are given below so as to avoid conflicts, as much as possible
Session # 29 (5/24-5/27)
Fruit Bars and discussion of what Gifted should or could be.
Session # 28 (5/17-5/19, none Thurs)
Discussion of the class or teacher that was the most intellectually challenging for each and why.
Session # 27 (5/10, 5/12, 5/13, none Tues)
Discussion of the role of questions in Critical Thinking, the Elements of Reasoning and the potential for "faulty" thinking. Elelments and Standards of Critical Thinking
Session # 26 (5/3-5/6)
Discussion of the similarities, differences and "correctness" of student generated word maps. What thought processes were utilized to condense the list? What are the details or specifics of that process? Where might your thinking have gone "wrong?"
Session # 25 (4/26-4/29)
Continuation of Session 24
Session # 24 (4/19 - 4/22)
Students registered at www.bubbl.us , then recreated the "word map" from Session #23 using the bubbl.us application. Once completed they also e-mailed the list of critical thinking processes or questions to bguenther@berwicksd.org . Directions are found on page 2 of the document below: (Session # 23 was item 3a & 3b from the directions. For Session # 24 you can start from below 3b - where it says "You can start a new document").
Session # 23 (4/12, 4/13, 4/15)
Below is the sheet (Student Responses #22) containing all the responses to the two questions from Gifted Seminar #22:
What is critical thinking? Why is critical thinking important?
Since the list was generated over several days and by different groups, it is rather large and has some concepts and ideas repeated.
a)Condense one assigned list into five (give or take) essential components for that question. i.e. What are the five essential answers/concepts to each question? You can also include sub-components. You can do this in outline form, word web, or basic list. You may work together with someone to create one “list.” You may also add information not present on this list, if you feel it is essential. b) While working on this “thinking,” be aware of what you are thinking (Critical Thinking) in order to complete this exercise. What questions are you asking yourself? What processes are you using? Record these questions and list of processes (evidence of your critical thinking) on this paper. Each student must have their own “Critical Thinking” list for this portion.
Session # 22 (3/29, 3/30, 3/31, 4/6, 4/7)
Began formal sessions on critical thinking. Students brainstormed definitions and descriptions of the term "critical thinking." Also brainstormed answers to the question, Why is critical thinking important? Followed up with Power Point to more clearly explain some of the concepts to be discussed as we move forward.
Session # 21 (3/22 - 3/25)
General discussion on topic of students' interest. Also discussed the students' perceived differences in how they are required to think in their most challenging classes as compared to those they find to be easier.
Session # 20 (3/15 - 3/18) Students completed the Chuska Scale to self-evaluate their rate of retention of content within various classes.
Session # 19 (3/8 - 3/11)
Due date for Bloom's Taxonomy sample question cards # 3 (application level), # 4 (analysis level), # 5 (evaluating level), and # 6 (creating level). The four remaining sample cards are due next week (total cards completed = 10). Students completed a Chuska Scale to self-evaluate their rate of acquisition of content in their various classes. This checklist was completed in seminar or taken to finish and turn in.
No e-copy of form available. See Mr. Guenther for form to complete.
Session # 18 (3/1, X, 3/3, 3/4)
Entertained any questions regarding Bloom's Taxonomy sample question cards, collected any completed; set due date for 4 by Seminar Session 19, reamining 4 by Session 20. Students paired up to learn and compete in "Tac-Tix" a simplified game of strategy. Discussed in context of Bloom's and discernable strategy.
Session # 17 (X, 2/23, 2/24, X)
Entertained any questions regarding Bloom's Taxonomy sample question cards, collected any completed. Displayed BHS Enrollment
page from Gifted Wiki site. Discussed approaching enrollment time in late March - early April. Entertained any questions and also picked "some brains." (not as messy as it sounds)
Session # 16 (2/8, 2/9,-snow daze- 2/17, 2/18)
Munchkin reward for remembering to bring two-page Bloom's Taxonomy handout to Seminar. Reviewed upper levels of taxonomy, discussed examples and potential sources of upper level questions. Assigned to record 8 examples of upper level questions from current classes on 3x5 cards and turn in. Handout given with this assignment and samples.
Session # 15 (2/1 - 2/4)
Continued from previous session. Marked questions requiring thinking at the APPLYING LEVEL with YELLOW.
Session # 14 (1/25, 1/26, 1/27)
Distributed updated list of Bloom's Taxonomy lower level sample questions. Marked those which require thinking at the REMEMBERING LEVEL with RED. Marked those which cannot be answered correctly without UNDERSTANDING the content (within parameters discussed in session) with ORANGE. Discussed questions, confusion, and implications of these differences with the two lowest level of the taxonomy.
Session # 13 (1/19 - 1/21)
Distributed list of Bloom's Taxonomy lower level sample questions contributed by students. Each student then marked questions to which they did not have an answer. Also marked any question which they believe was above the lowest level of Bloom's Taxonomy (REMEMBERING)
Session #11 (1/4 - 1/7)
Follow-up to letter home. Clear up any errors from gifted "Report Cards." Necessary explanation of missed assignments. Importance of attendance, participation and communication regarding Seminar. Collected lower level question sample cards.
Senior Seminar - Thurs 1/7/10 - Several BHS Gifted Alumni will meet with the Seniors for "Q & A" session regarding their "college experience."
Letter regarding Seminar attendance and assignments from 12/28/09
Session # 10 (12/14, 12/15, 12/16, 12/17) - Service Project with the American Red Cross
Screened and sorted holiday cards for Veterans that had been submitted to Red Cross through a P.O. Box.
We aided the volunteers from the Berwick Chapter of the Red Cross to process over 2000 cards, so that they could be distributed during the holidays.(27/55) Also done in conjunction with BHS National Honor Society. *Acknowledgement in Press-Enterprise 6 Jan 2010 p. 3 - Front Street Beat.
Session # 9 (12/7, 12/10, 12/11) - Categorized assessment/assignment verbs/descriptions into High, Middle and Low levels of thinking or complexity.
Assignment:** Provide two (2) samples of Lower Level questions on separate 3 x 5 cards. List your name, course name and question on one side of card, leave other side blank. Due during Seminar # 10.
Session #8 (11/23, 11/24, 12/1, 12/4) - Challenging test items/wording.
For Seminar Assignments - scroll down to bottom of page
This page is from 2009 - 2010 - will be updated soon.
Gifted Seminar
will meet in Room 34 (Mrs. Witner) Mon. & Tues. / ROOM 32 – (Mrs. Spencer) Wed. & Thurs.
+Attendance is a requirement as a part of the Gifted Program and should take precedence over other events.
+ If you will be missing Gifted Seminar you should:
notify Mr. Guenther in advance when it is known beforehand.
See Mr. Guenther to determine what was missed, either before or after the absence
Plan to sit in on a different day’s session when appropriate and cleared through Mr. Guenther
+ Goals for the year were included on your GIEP
+ Meeting dates are given below so as to avoid conflicts, as much as possible
Sophomores – Group 1 last name A - Ma (MONDAYS *some Tuesdays) [33 sessions] - Room 34
10/5, 10/12, 10/19, 10/26, 11/2, 11/9, 11/16, 11/23, 12/7, 12/14, 12/21
1/4, 1/11, *1/19 Tu, 1/25, 2/1, 2/8, *2/16 Tu, 2/22, 3/1, 3/8, 3/15, 3/22, 3/29, *4/6 Tu, 4/12, 4/19, 4/26,
5/3, 5/10, 5/17, 5/24
Sophomores – Group 2 last name Mc – W + 2(TUESDAYS) [33 sessions] - Room 34
10/6, 10/13, 10/20, 10/27, 11/3, 11/10, 11/17, 11/24, x12/1, 12/8, 12/15, 12/22,
1/5, 1/12, 1/19, 1/26, 2/2, 2/9, 2/16, 2/23, 3/2, 3/9, 3/16, 3/23, 3/30, 4/6, 4/13, 4/20, 4/27,
5/4, 5/11, 5/18, 5/25,
Juniors (WEDNESDAYS) [33 sessions] - Room 32
10/7, 10/14, 10/21, 10/28, 11/4, 11/11, 11/18, x11/25, (12/1)x12/2, 12/9, 12/16, 12/23,
1/6, 1/13, 1/20, 1/27, 2/3, 2/10, 2/17, 2/24, 3/3, 3/10, 3/17, 3/24, 3/31, 4/7,
4/14, 4/21, 4/28, 5/5, 5/12, 5/19, 5/26
Seniors (THURSDAYS *some Fridays) [33 sessions] - Room 32
10/8, 10/15, 10/22, 10/29, 11/5, 11/12, 11/19, *X11/20 Fr, (*12/4 Fr) x12/3, 12/10, 12/17, *12/18 Fr
,
1/7, 1/14, 1/21, 1/28, 2/4, 2/11, 2/18, 2/25, 3/4, 3/11, 3/18, 3/25, *3/26 Fr, 4/8,
4/15, 4/22, 4/29, 5/6, 5/13, 5/20, 5/27
SEMINAR ASSIGNMENTS & TOPICS:
Session # 29 (5/24-5/27)Fruit Bars and discussion of what Gifted should or could be.
Session # 28 (5/17-5/19, none Thurs)
Discussion of the class or teacher that was the most intellectually challenging for each and why.
Session # 27 (5/10, 5/12, 5/13, none Tues)
Discussion of the role of questions in Critical Thinking, the Elements of Reasoning and the potential for "faulty" thinking.
Elelments and Standards of Critical Thinking
Session # 26 (5/3-5/6)
Discussion of the similarities, differences and "correctness" of student generated word maps. What thought processes were utilized to condense the list? What are the details or specifics of that process? Where might your thinking have gone "wrong?"
Session # 25 (4/26-4/29)
Continuation of Session 24
Session # 24 (4/19 - 4/22)
Students registered at www.bubbl.us , then recreated the "word map" from Session #23 using the bubbl.us application. Once completed they also e-mailed the list of critical thinking processes or questions to bguenther@berwicksd.org . Directions are found on page 2 of the document below: (Session # 23 was item 3a & 3b from the directions. For Session # 24 you can start from below 3b - where it says "You can start a new document").
Session # 23 (4/12, 4/13, 4/15)
Below is the sheet (Student Responses #22) containing all the responses to the two questions from Gifted Seminar #22:
What is critical thinking? Why is critical thinking important?
Since the list was generated over several days and by different groups, it is rather large and has some concepts and ideas repeated.
a) Condense one assigned list into five (give or take) essential components for that question. i.e. What are the five essential answers/concepts to each question? You can also include sub-components. You can do this in outline form, word web, or basic list. You may work together with someone to create one “list.” You may also add information not present on this list, if you feel it is essential.
b) While working on this “thinking,” be aware of what you are thinking (Critical Thinking) in order to complete this exercise. What questions are you asking yourself? What processes are you using? Record these questions and list of processes (evidence of your critical thinking) on this paper. Each student must have their own “Critical Thinking” list for this portion.
Session # 22 (3/29, 3/30, 3/31, 4/6, 4/7)
Began formal sessions on critical thinking. Students brainstormed definitions and descriptions of the term "critical thinking." Also brainstormed answers to the question, Why is critical thinking important? Followed up with Power Point to more clearly explain some of the concepts to be discussed as we move forward.
Session # 21 (3/22 - 3/25)
General discussion on topic of students' interest. Also discussed the students' perceived differences in how they are required to think in their most challenging classes as compared to those they find to be easier.
Session # 20 (3/15 - 3/18) Students completed the Chuska Scale to self-evaluate their rate of retention of content within various classes.
Session # 19 (3/8 - 3/11)
Due date for Bloom's Taxonomy sample question cards # 3 (application level), # 4 (analysis level), # 5 (evaluating level), and # 6 (creating level). The four remaining sample cards are due next week (total cards completed = 10). Students completed a Chuska Scale to self-evaluate their rate of acquisition of content in their various classes. This checklist was completed in seminar or taken to finish and turn in.
No e-copy of form available. See Mr. Guenther for form to complete.
Session # 18 (3/1, X, 3/3, 3/4)
Entertained any questions regarding Bloom's Taxonomy sample question cards, collected any completed; set due date for 4 by Seminar Session 19, reamining 4 by Session 20. Students paired up to learn and compete in "Tac-Tix" a simplified game of strategy. Discussed in context of Bloom's and discernable strategy.
Session # 17 (X, 2/23, 2/24, X)
Entertained any questions regarding Bloom's Taxonomy sample question cards, collected any completed. Displayed
BHS Enrollment
page from Gifted Wiki site. Discussed approaching enrollment time in late March - early April. Entertained any questions and also picked "some brains." (not as messy as it sounds)
Session # 16 (2/8, 2/9,-snow daze- 2/17, 2/18)
Munchkin reward for remembering to bring two-page Bloom's Taxonomy handout to Seminar. Reviewed upper levels of taxonomy, discussed examples and potential sources of upper level questions. Assigned to record 8 examples of upper level questions from current classes on 3x5 cards and turn in. Handout given with this assignment and samples.
Session # 15 (2/1 - 2/4)
Continued from previous session. Marked questions requiring thinking at the APPLYING LEVEL with YELLOW.
Session # 14 (1/25, 1/26, 1/27)
Distributed updated list of Bloom's Taxonomy lower level sample questions. Marked those which require thinking at the REMEMBERING LEVEL with RED. Marked those which cannot be answered correctly without UNDERSTANDING the content (within parameters discussed in session) with ORANGE. Discussed questions, confusion, and implications of these differences with the two lowest level of the taxonomy.
Session # 13 (1/19 - 1/21)
Distributed list of Bloom's Taxonomy lower level sample questions contributed by students. Each student then marked questions to which they did not have an answer. Also marked any question which they believe was above the lowest level of Bloom's Taxonomy (REMEMBERING)
Session # 12 (1/11 - 1/14)
Bloom's Taxonomy instruction. Handout given.
Session #11 (1/4 - 1/7)
Follow-up to letter home. Clear up any errors from gifted "Report Cards." Necessary explanation of missed assignments. Importance of attendance, participation and communication regarding Seminar. Collected lower level question sample cards.
Senior Seminar - Thurs 1/7/10 - Several BHS Gifted Alumni will meet with the Seniors for "Q & A" session regarding their "college experience."
Session # 10 (12/14, 12/15, 12/16, 12/17) - Service Project with the American Red Cross
Screened and sorted holiday cards for Veterans that had been submitted to Red Cross through a P.O. Box.
We aided the volunteers from the Berwick Chapter of the Red Cross to process over 2000 cards, so that they could be distributed during the holidays.(27/55) Also done in conjunction with BHS National Honor Society. *Acknowledgement in Press-Enterprise 6 Jan 2010 p. 3 - Front Street Beat.
Session # 9 (12/7, 12/10, 12/11) - Categorized assessment/assignment verbs/descriptions into High, Middle and Low levels of thinking or complexity.
Assignment:** Provide two (2) samples of Lower Level questions on separate 3 x 5 cards. List your name, course name and question on one side of card, leave other side blank. Due during Seminar # 10.
Session #8 (11/23, 11/24, 12/1, 12/4) - Challenging test items/wording.
if you missed, e-mail responses to questions or stop in to see me for 5-10 minutes
Session #7 - (11/16 - 11/19) What is "smart?"
- if you missed, e-mail a short paragraph response for each of three questions, of your choice, from the last slide
Session Week #6 (11/9 - 11/12) - Evaluate your resume. How would you improve it?
Session Week #5 (11/2 - 11/5)
Session Week #4 (10/26 - 10/29) - "You're the Boss"
Power Point .........................................................Printable document
Session Week #3 (10/19 - 10/22) - Lessons Learned
Power Point .........................................................Printable document
Session Week #2 (10/12 - 10/16) - in session work
- includes follow-up activity with Princeton Review survey print-out
Session Week #1 (10/5 - 10/9) - Homework